Readings in Cooperative Learning for Undergraduate Mathematics PDF Download
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Author: Ed Dubinsky
Publisher: Mathematical Association of America (MAA)
ISBN:
Category : Education
Languages : en
Pages : 308
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Book Description
Author: Ed Dubinsky
Publisher: Mathematical Association of America (MAA)
ISBN:
Category : Education
Languages : en
Pages : 308
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Book Description
Author: Elizabeth C. Rogers
Publisher: Mathematical Association of America (MAA)
ISBN: 9780883851661
Category : Group work in education
Languages : en
Pages : 0
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Book Description
Seven participants in the Cooperative Learning in Undergraduate Mathematics Education Project discuss the practical implementation issues involved in creating a cooperative learning environment in the undergraduate classroom. Topics include how to develop a positive social climate, form groups, and prevent or resolve difficulties, as well as a number of theoretical issues. The book lacks a subject index. c. Book News Inc.
Author: Alice F. Artzt
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 102
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Book Description
How to use cooperative learning in the mathematics class.
Author: Robyn M. Gillies
Publisher: SAGE
ISBN: 1452236291
Category : Education
Languages : en
Pages : 289
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Book Description
"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." —Ted Wohlfarth, PSYCCRITIQUES "This text′s greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful." —Nancy L. Markowitz, San Jose State University Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning. Key Features Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing. Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning. Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities. Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy. Intended Audience This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses.
Author: Beth Andrini
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 174
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Book Description
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, k, p, e, i, s, t.
Author: Mohammad-Hossain Ahmadi
Publisher: University Press of America
ISBN: 9780761823254
Category : Education
Languages : en
Pages : 194
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Book Description
Professional mathematicians from the US and Britain address practical aspects of innovative ideas in teaching mathematics, but shy away from either theoretical or historical perspectives on any particular pedagogical approaches. They set out the pros and cons of implementing creative instructional styles in order to share their insights with teachers at all educational levels. Annotation copyrighted by Book News, Inc., Portland, OR.
Author: Sandra Rucker
Publisher:
ISBN:
Category : College teaching
Languages : en
Pages : 344
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Book Description
Author: Neil Davidson
Publisher: Addison-Wesley Longman
ISBN:
Category : Education
Languages : en
Pages : 424
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Book Description
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, p, e, i, s, t.
Author: Malcolm Swan
Publisher: National Inst of Adult Continuing
ISBN: 9781862013162
Category : Education
Languages : en
Pages : 368
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Book Description
Many people find mathematics an impenetrable subject. This book describes one systematic attempt to intervene and transform this situation. It documents the difficulties experienced by teachers and students as they attempt to adopt new approaches to teaching and learning - approaches based on collaborative discussion and reflection.
Author: Glenn Ledder
Publisher: MAA
ISBN: 0883851911
Category : Education
Languages : en
Pages : 228
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Book Description
There is a gap between the extensive mathematics background that is beneficial to biologists and the minimal mathematics background biology students acquire in their courses. The result is an undergraduate education in biology with very little quantitative content. New mathematics courses must be devised with the needs of biology students in mind. In this volume, authors from a variety of institutions address some of the problems involved in reforming mathematics curricula for biology students. The problems are sorted into three themes: Models, Processes, and Directions. It is difficult for mathematicians to generate curriculum ideas for the training of biologists so a number of the curriculum models that have been introduced at various institutions comprise the Models section. Processes deals with taking that great course and making sure it is institutionalized in both the biology department (as a requirement) and in the mathematics department (as a course that will live on even if the creator of the course is no longer on the faculty). Directions looks to the future, with each paper laying out a case for pedagogical developments that the authors would like to see.
